[00:00:01]
GOOD AFTERNOON, EVERYONE, AND WELCOME TO OUR SPECIAL WORK SESSION ON SEPTEMBER 23RD, 2024. JUST CALLED THIS MEETING TO ORDER AND WE WILL GET STARTED.
FIRST I'LL GIVE A LITTLE HISTORY AS TO WHERE THIS CAME FROM.
WE ANNUALLY WSSDA PUTS OUT WSSDA PUTS OUT AN APPLICATION FOR ALL OF THE BOARDS IN THE STATE OF WASHINGTON TO APPLY FOR THE BOARD OF DISTINCTION, WHICH WE HAVE DONE THIS YEAR.
SO IN I TOOK ON THAT TASK THIS YEAR.
MARK WATRIN DID IT FOR THE PREVIOUS COUPLE OF YEARS.
IN REVIEWING HIS SUBMISSIONS FROM PREVIOUS YEARS HE REFERENCED AS PART OF OUR BOARD PROFESSIONAL DEVELOPMENT WAS THE EIGHT CHARACTERISTICS OF EFFECTIVE SCHOOL BOARDS, AND I WAS CURIOUS OF HIS REFERENCE.
SO I DUG INTO IT A LITTLE BIT, AND I THOUGHT THIS WOULD BE A GREAT WORK SESSION FOR US TO, AS A KIND OF NEWER BOARD TO GO THROUGH THESE AND FOR THE BOARD TO KIND OF LEARN FROM EACH OTHER WHAT THESE THINGS MEAN TO EACH OTHER TO EACH OF US INDIVIDUALLY AS WELL AS AS A BOARD AS A WHOLE.
AND WE DEFINITELY HAVE THE MORE TENURED DIRECTORS ON THE BOARD WITH MARY AND TED AND I AND WE WANT TO BE ABLE TO PASS SOME OF OUR KNOWLEDGE ON TO DEBBIE AND TERRY.
AND SO I JUST THOUGHT THIS COVERED MULTIPLE YOU KNOW, WINS FOR ALL THE WAY AROUND.
[2. Special Meeting]
SO WITH LISA AND DENNY'S HELP WE EXPANDED ON THE EIGHT CHARACTERISTICS FOR SCHOOL BOARDS.I GAVE EACH OF YOU A SYNOPSIS OF THE EIGHT CHARACTERISTICS AT THE AT THE END OF THE LAST BOARD MEETING WHEN I MENTIONED IT, AND THEN WE WERE ABLE TO FIND THE FULL ARTICLE THAT REFERENCED HOW THEY CAME TO THIS DATA, THE STUDIES THAT THEY DID.
AND SO WE DON'T HAVE A LOT OF TIME TO DO A SUPER DEEP DIVE.
IT'S AMAZING HOW FAST AN HOUR CAN GO.
BUT WE DO HAVE IT PULLED UP ON THE SCREEN.
SO IF ANYBODY HAS ANY QUESTIONS ABOUT IT.
SO TO MARY AND TED, PLEASE JUMP IN WITH WITH YOUR EXAMPLES AND AND HELP TERRY AND DEBBIE SEE SOME OF THE REASONING BEHIND WHY WE'VE HAD SOME OF THESE BEEN ABLE TO SAY WE HAVE WE FOLLOW THESE THINGS.
SO AGAIN, THERE'S NO RIGHT OR WRONG ANSWER.
ANY QUESTIONS REALLY BEFORE WE GET STARTED OR THOUGHTS FROM ANYONE? THANK YOU FOR I HONESTLY WASN'T SURE WHY WE WERE DOING THIS RIGHT.
I REALLY THAT BACKGROUND REALLY HELPS ME A LOT.
AND SO WE WERE THE ONLY BOARD IN CLARK COUNTY, SOUTHWEST WASHINGTON LAST YEAR THAT RECEIVED IT.
SO I FEEL LIKE IT'S A GREAT HONOR.
I FEEL LIKE IT'S IMPORTANT TO KNOW ABOUT.
SO IF WE GET STARTED, I GUESS THERE'S.
DID EVERYBODY HAVE A CHANCE TO READ THE FULL ARTICLE? YEAH. PRETTY MUCH. GREAT.
THAT'S GOOD. I THOUGHT IT HAD SOME GREAT INFORMATION.
JUST SCROLLING THROUGH THE FIRST FEW PAGES, THERE WAS A NICE INTRODUCTION, I THINK, FOR ME, ONE OF THE FIRST THINGS IT SAYS IS NATIONWIDE, THERE'S MORE THAN 90,000 PEOPLE SERVING AS BOARD MEMBERS.
[00:05:03]
AND I WAS LIKE, I DON'T THINK I'VE EVER PUT IT NATIONALLY BEFORE.I THINK ABOUT 295 IN WASHINGTON, AND I KIND OF LIMIT MYSELF THERE.
SO I THOUGHT THAT WAS KIND OF COOL.
IT TALKED ABOUT THE BACKGROUND, WHICH I THINK IS IMPORTANT WHERE THE STUDIES CAME FROM.
AND I LIKED THE CASE STUDIES THAT THEY DID.
THERE WAS ONE SO TEACH ME TO NOT TO PRINT IT OUT AND HIGHLIGHT THE AREAS I WANTED TO TALK ABOUT.
BUT I DID LIKE THERE WAS A QUOTE IN HERE IT MIGHT BE WITHIN ONE OF THE.
THROUGH ALL OF THEIR CASE STUDIES ONE OF THE TAKEAWAYS WAS THAT THEY DID CONCLUDE THAT SCHOOL BOARDS AND HIGH ACHIEVING SCHOOL DISTRICTS LOOK DIFFERENT, AND FEATURE CHARACTERISTIC CHARACTERISTICS AND APPROACHES THAT DIFFER FROM THOSE IN LOWER ACHIEVING DISTRICTS.
AND SO I THOUGHT THAT WAS A GOOD TAKEAWAY, THAT THEY JUST REALLY FOCUSED ON THAT.
AND WITH THAT, WE CAN JUST KIND OF GET STARTED.
I'M HOPEFUL. I REALLY WANT TO RUN THROUGH ALL EIGHT.
SO IF YOU THINK WE'RE IF ANYBODY THINKS WE'RE GOING TOO LONG ON ONE, PLEASE JUST JUMP IN AND ROLL IT FORWARD TO THE NEXT ONE BECAUSE I DON'T WANT TO GET TOO FAR IN THE WEEDS THAT WE DON'T GET THROUGH THE WHOLE THING, BECAUSE I THINK ALL EIGHT ARE IMPORTANT.
BUT I THOUGHT WE'D JUST GET STARTED WITH NUMBER ONE THAT WE EFFECTIVE SCHOOL BOARDS COMMIT TO A HIGH TO COMMIT TO A VISION OF HIGH EXPECTATIONS FOR STUDENT ACHIEVEMENT AND QUALITY INSTRUCTION AND DEFINE CLEAR GOALS TOWARDS THAT VISION.
AND IT JUST REALLY MADE ME THINK ABOUT OUR STRATEGIC PLAN.
OUR COHERENCE GOALS AND PROGRAMS. THAT WAS THE FIRST THOUGHT I HAD I DIDN'T KNOW IF ANYBODY ELSE HAD ANY THOUGHTS ON THAT.
WELL, FOR ME, IT REALLY JUST TIES BACK TO WHAT WE AS A BOARD SET UP AS THE NEW CORE BELIEF SYSTEM.
AND HOW WE INTEGRATED THAT WITH THE STRATEGIC PLAN.
AND THEN MOVING FORWARD FROM THAT AND MAKING SURE THAT EVERYTHING THAT WE'VE DONE ADMINISTRATIVELY, NOT JUST AS A BOARD, BUT ALSO AS A DISTRICT, HAS HAD SOME SORT OF CORRELATION AND TIE BACK TO EITHER ONE OR BOTH OF THOSE MODELS.
AND THAT WAS ALL A DERIVATIVE OF ITEM ONE HERE IN MY MIND.
FOR ME, NUMBER ONE IS NUMBER ONE HIGH EXPECTATIONS FOR STUDENT ACHIEVEMENT, BECAUSE I FEEL LIKE THAT IS OUR DEFINED FIRST GOAL IS STUDENT IS EDUCATION, STUDENT ACHIEVEMENT AND QUALITY INSTRUCTION.
AND I THINK I AGREE WITH TED, DEFINING CLEAR GOALS IS THE IS THE FIRST STEP IN GETTING THERE.
I'M IMPRESSED THAT THIS SCHOOL BOARD HISTORICALLY HAS DONE SCHOOL TOURS.
THAT'S NOT NECESSARILY WHAT EVERY SCHOOL DISTRICT DOES.
IN FACT, I HAVEN'T SEEN A LOT OF SCHOOL DISTRICTS THAT HAVE A SYSTEM OF TOURING THE SCHOOLS.
AND TO ME, THAT'S THE FIRST STEP, IS TO BE ABLE TO GO INTO THE CLASSROOM AND TO ACTUALLY SEE WHAT'S HAPPENING IN THE CLASSROOM AND TO LOOK AT WHAT STUDENTS ARE DOING IN THE CLASSROOM. AND ALTHOUGH WE ARE NOT WE ARE NOT THERE TO EVALUATE TEACHERS OR TO EVALUATE IN A WAY, WE'RE THERE TO SEE IF WHAT WE ARE SUPPORTING, IF THE GOALS THAT WE'RE SETTING AND IF WHAT WE ARE FUNDING IS ACTUALLY HAPPENING.
AND SO I THE TOURS FOR ME ARE A BIG THING.
I REALLY TAKE THOSE VERY SERIOUSLY.
AND I THINK THE OTHER PART FOR ME IS HEARING HOW THE PLCS ARE WORKING AND HOW TEACHERS ARE GROWING AND LEARNING, BECAUSE IF THE ADULTS IN THE SYSTEM ARE GROWING AND LEARNING, THE KIDS ARE GROWING AND LEARNING.
SO I YOU KNOW, I'M A BIG PROPONENT OF THE PLCS, AND I THINK IT'S IMPORTANT TO KEEP THAT IN FRONT OF US AND TO UNDERSTAND THAT IT'S A LONG TERM GOAL, BECAUSE I HAVE ALSO SEEN DISTRICTS WHERE THE SCHOOL BOARD SUPPORTS THAT FOR A COUPLE OF YEARS.
THAT ISN'T ENOUGH. YOU HAVE NEW PEOPLE COMING IN ALL THE TIME.
YOU HAVE TO CONTINUE TO SUPPORT THE WORK.
SO THAT TIES INTO ANOTHER ONE TALKING ABOUT PROFESSIONAL DEVELOPMENT, THOSE KIND OF TIE TOGETHER.
TERRY OR DEBBIE, DID YOU HAVE ANY THOUGHTS ON THIS ONE? FORTUNATELY I'M KIND OF IN A DIFFERENT DIFFICULT PLACE BECAUSE I READ THIS WITH A LOT MORE LIKE, OH, I WISH WE WERE DOING THIS.
I WISH WE WERE DOING THIS. I WISH WE WERE THAT KIND OF STUFF.
SO I DON'T WANT TO SOUND CRITICAL, OKAY? BUT THAT'S A LOT OF WHAT I HAVE TO CONTRIBUTE BECAUSE I DON'T HAVE THE EXPERIENCE TO SPEAK TO WHAT WE'VE DONE YOU KNOW, KIND OF A THING.
[00:10:03]
I DO KNOW FROM MY EXPERIENCE WHAT IS GOING ON IN THE SCHOOLS A LOT, MAYBE MORE INTIMATELY THAN MANY.SO SO THE ONE THING I HAVE HERE ON THE FIRST PAGE IS PUBLICLY ADOPTING BROAD FIVE YEAR GOALS FOR ACHIEVEMENT AND INSTRUCTION. OKAY.
I WAS THINKING AS I READ THAT I THOUGHT THAT WOULD BE SOMETHING I THINK WE OUGHT TO LOOK INTO DOING IS HAVING FIVE YEAR GOALS THAT IT SAYS IN LIKE THE THIRD SENTENCE, DOWN GOALS WITH SPECIFIC ACHIEVEMENT TARGETS AND BENCHMARKS, GOALS WITH SPECIFIC TARGETS AND BENCHMARKS.
SO THERE'S SOME KIND OF THING WE'RE LOOKING FOR THAT WE'RE GOING TO MEASURE THE ACHIEVEMENT BY.
AM I AM I NOT READING THIS CORRECTLY? ISN'T THAT WHAT IT SAYS? SO SO WE HAVE A LOT OF GOALS.
AND YOU SEE, HERE'S WHERE I HAVE TO SAY I'M AT A DISADVANTAGE.
I JUST I HAVE HAD A LOT OF TROUBLE WHEN WE'VE TALKED ABOUT THIS.
I'VE HAD A LOT OF TROUBLE GETTING MY MIND AROUND ALL OF THESE THINGS THAT WE HAVE TALKED ABOUT IN UNDERSTANDING HOW TO DO THEM, LIKE THE THE BUDGET COMMITTEE THING WAS KIND OF REAL DIFFICULT FOR ME, YOU KNOW.
BUT DENNY SO SO YOU MENTIONED THAT THERE'S A FIVE YEAR GOAL.
SO NOW, YOU SEE, I DO NOT KNOW WHAT I'M SUPPOSED TO BE WATCHING FOR THE DATA THAT'S COMING IN ON HOW WE'RE MEASURING THAT AND HOW WE'RE PROGRESSING TOWARDS IT. SO WHAT'S.
SO ONE OF THE THINGS I THINK, DAVID, WOULD YOU WOULD YOU MIND SHARING WHAT YOU SHARED WITH SHELLY AND I EARLIER TODAY ABOUT THE ALIGNMENT OF THE STRATEGIC PLAN TO THOSE THREE CRITERIA? YEAH. YEAH. ACTUALLY, ONE OF THE ONE OF THE STUDIES THAT WAS THE BASIS.
DO YOU HAVE A MIC? NO, I JUST THINK I THINK THAT WHAT MIGHT HELP YOU WITH THAT.
JUST TO CLARIFY, I'M IN MY LIKE 10TH MONTH AND I STILL DON'T LIKE, GRASP THE GOALS THAT WE'RE TRYING TO GET TO TOGETHER, BUT IT'S BECOMING MORE CLEAR ALL THE TIME, YOU KNOW, KIND OF STUFF, YOU KNOW? GO AHEAD DAVID.
YEAH, I JUST THINK THE THE WORK THAT'S CAPTURED ON THAT STRATEGIC PLAN REALLY REPRESENTS SOME GREAT THINKING THAT WASN'T NECESSARILY OUR OWN THINKING. IT WAS THE THINKING OF SOME OF THE GREAT, LIKE MICHAEL FULLAN AND ONE OF THE STUDIES THAT WAS REFERENCED IN CREATING THIS REPORT, BEYOND ISLANDS OF EXCELLENCE, TALKED ABOUT DISTRICTS WHO WERE REALLY HIGH PERFORMING.
THEY DID THREE THINGS REALLY WELL.
THEY THEN HAD ACTION STEPS TO ACHIEVE THOSE GOALS, AND THEN THEY HAD INDICATORS OF SUCCESS.
AND IF YOU LOOK AT THE WAY OUR PLAN IS SET UP, IT FLOWS EXACTLY IN THAT ORDER.
SO WE HAVE OUR WHAT'S THE FIVE YEAR GOAL THAT WE'RE TALKING ABOUT? SO THE FIVE YEAR GOAL WOULD BE WE HAVE THREE GOALS ONE CREATING SAFE AND CARING ENVIRONMENTS FOR KIDS, TWO MAKING SURE THAT EVERY STUDENT HAS AN OPPORTUNITY TO ACCESS HIGH QUALITY INSTRUCTION, AND THREE, REALLY WORKING AT CREATING A COLLABORATION THAT CULTIVATES TRUST WITH OUR COMMUNITY AND STAKEHOLDERS. AND SO FOR EACH OF THOSE THREE GOAL AREAS, THERE ARE IDENTIFIED OBJECTIVES, STRATEGIES, STRATEGIES.
YEAH, I CAN'T REMEMBER THE WORD WE USE, BUT--THOSE ARE YOUR ACTIONS.
AND UNDERNEATH THAT OBJECTIVES THEY'RE OBJECTIVES.
WHEN WE WERE READING THROUGH DIFFERENT DISTRICTS WHO WERE DOING THEIR DISTRICT STRATEGIC PLAN, THERE WERE SOME DISTRICTS WHO HAD STRATEGIC PLANS THAT WERE IN THE ORDER OF 43 PAGES LONG, WITH METRICS THAT WERE IN THE HUNDREDS.
SO I THINK ONE OF THE ONE OF THE POWERFUL THINGS ABOUT THE WORK WE'VE DONE IS THAT WE'VE REDUCED IT TO THE ESSENTIAL IDENTIFIED THINGS THAT AS A DISTRICT, WE WANT TO DELIVER ON.
THERE ARE 11 OF THOSE METRICS THAT WE ARE WORKING TOWARDS REALLY IDENTIFYING PROGRESS WITHIN THE FIVE YEAR WINDOW OF 2022 TO 27. BUT DO THOSE THREE THINGS CORRELATE TO THE THREE THINGS IN THE SIP? THEY ARE THE EXACT SAME THINGS.
YEAH. SO. AND I DIDN'T REALIZE I'VE GOT THIS AND I'VE BEEN STUDYING IT.
[00:15:03]
OKAY. AND I DIDN'T REALIZE THAT THIS IS A FIVE YEAR PLAN.YES. YOU SAY WITH FIVE YEAR GOALS, I WOULD PRESUME.
WELL, THE SCHOOL IMPROVEMENT GOALS ARE ONE YEAR GOALS THAT ARE FEEDING TOWARDS THE FIVE YEAR WINDOW.
YES. SO WHEN WE GET TO THE END OF THE FIVE YEARS OF WHENEVER THIS STARTED.
YEP. 22 TO 27, THEN WE'LL BE ABLE TO LOOK AT THE NUMBERS AND SEE IN OUR OWN MINDS.
WELL, DID WE REALLY I MEAN, HAVE WE SET A NUMBER THAT WE WANT TO GET TO? 85% OF STUDENTS MAINTAIN REGULAR ATTENDANCE AND 90% OR HIGHER INCREASE PERCENTAGE OF STUDENTS WHO ENGAGE IN CLUBS INCREASE PERCENTAGE.
WE'RE JUST LOOKING AT A CONTINUOUS INCREASE AND WE AND WE SET THOSE GOALS.
AND YOU'LL NOTICE A LOT OF THEM JUST SAY INCREASE PERCENTAGE BECAUSE WE DIDN'T NECESSARILY WANT TO JUST SET A CUT LINE AND SAY YES WE MADE IT OR WE DIDN'T LIKE A BINARY TYPE OF YES OR NO.
WE WANTED TO SHOW GROWTH OVER TIME AND MAKING PROGRESS ON THOSE 11 INDICATORS.
OKAY. IS I CAN LOOK AT THIS WITH SOME UNDERSTANDING THEN OF LIKE, WELL DON'T SEE IT NEGATIVELY.
LOOK AT THE PROGRESS TOWARDS THE GOAL THAT WE'VE SET CORRECT.
YOU KNOW, OVER THE FIVE YEAR PERIOD.
ABSOLUTELY. AND I WILL SAY THAT AND CORRECT ME IF I'M WRONG, BUT I THINK AS OF LAST YEAR, WE'VE COME EVEN CLOSER TO BRINGING THE CIP PLANS IN ALIGNMENT WITH OUR.
AND I HAVE TO GIVE ACKNOWLEDGMENT.
LUKE WAS REALLY IMPORTANT IN A LOT OF THAT WORK.
HE AND I PARTNERED ON REALLY CREATING THE TEMPLATES FOR THE SCHOOL IMPROVEMENT PLAN TO MATCH THE DISTRICT STRATEGIC PLAN SO THAT IT WASN'T TWO SEPARATE PROCESSES, BUT ONE UNIFIED PROCESS.
AND I THINK THAT'S HONESTLY, I THINK THAT'S ONE OF THE BEST PARTS ABOUT OUR DISTRICT IS EVEN WITH SURROUNDING DISTRICTS, WE'VE DONE A REALLY GOOD JOB AROUND THIS NUMBER ONE CHARACTERISTIC IN MAKING IT ACTIONABLE AND MANAGEABLE AND NOT OVERWHELMING, BECAUSE SOMETIMES EVERYONE WANTS TO THROW EVERYTHING IN THE KITCHEN SINK, YOU KNOW? AND THAT'S JUST NOT ACTIONABLE.
I'M GOING TO I'M GOING TO SAY ONE LAST THING.
WELL, I WAS JUST GOING TO TRY TO REASSURE YOU, TERRY, IS THAT IT TOOK I THINK I KNOW FOR ME AND I DON'T WANT TO SPEAK FOR YOU TOO, BUT IT TOOK ME ABOUT A YEAR TO REALLY GRASP EVERYTHING THAT WAS GOING ON AND HOW IT ALL CORRELATED, SO I WOULDN'T MY POINT IS, IS DON'T BEAT YOURSELF UP FOR BEING TEN MINUTES IN AND YOU'RE STILL TRYING TO FIGURE THIS STUFF OUT. IT'S PRETTY COMMON.
YOU KNOW, I THINK IT TOOK ME A YEAR JUST TO GET THE ACRONYMS THAT THEY SAY AT EVERY MEETING.
DEBBIE AND I HAVE BEEN SPEAKING.
WE HAD BREAKFAST THIS MORNING TOGETHER, SO I THINK I CAN GET AWAY WITH SAYING THIS.
I TOLD DEBBIE I'M GOING TO I'M GOING TO ROAST YOU OR WHATEVER.
OKAY. YOU THERE? YOU DON'T KNOW WHAT I'M GOING TO SAY.
THAT'S SCARY. I SHE I TOLD HER THIS MORNING WHEN WE SAT DOWN, I SAID, DEBBIE, I HAD AN EPIPHANY.
AND I SAW FOR THE FIRST TIME HOW, GEE WHIZ, THIS MUST BE REALLY DIFFICULT AND REALLY CHALLENGING IF YOU DON'T HAVE A HISTORY WITH ALL OF THIS STUFF AND YOU WALK INTO IT, YOU KNOW. AND SO I WAS JUST PATTING HER ON THE BACK, OR AT LEAST I WAS TRYING TO.
AND NOW I'M PROBABLY GOING TO GET CHEWED OUT.
BUT BUT BUT SHE'S YOU KNOW, SHE'S DONE A GREAT JOB AND THIS IS CHALLENGING STUFF.
IT IS VERY CHALLENGING. IT'S CHALLENGING.
OKAY. ALL RIGHT. JUST JUST TALKING OUT LOUD.
BEFORE WE MOVE ON TO NUMBER TWO DEBBIE, DID YOU WANT TO ADD ANYTHING? NO. I'M JUST.
I'M A SPONGE TONIGHT, SO I'M LISTENING AND CAN CAPTURING THE THINGS.
THE ONE THING FOR ME AS AN OUTSIDER WHICH MIGHT BE HELPFUL, WOULD BE MAYBE TO HAVE MORE REPORTING, MORE UNDERSTANDING ON AT THE BOARD MEETINGS SO THAT I CAN GRASP MAYBE HOW WE'RE MOVING TOWARD THAT.
BECAUSE I'M I LIKE TO BREAK GOALS DOWN.
I CAN MAKE A HUGE FIVE YEAR GOAL, BUT THEN IT HAS TO HAVE LITTLE SUITCASES WITHIN IT.
YOU CAN IMAGINE THE TEACHERS ARE PROBABLY A LITTLE OVERWHELMED WITH IT TOO, BECAUSE IT'S SO BIG.
WHAT I WOULD SAY TOO TO THAT, I THINK WE STARTED THAT FIVE YEAR GOAL IN 22, RIGHT? SO YOU CAME YOU BOTH CAME IN IN 24, 2020.
[00:20:02]
NO. WELL, DECEMBER OF 23.RIGHT. SO WE'VE ALREADY GOT SOME OF THOSE SUITCASES THAT YOU'RE REFERRING TO ALONG THE WAY.
WE'VE SEEN THAT AND YOU'RE GETTING THEM TOO BUT MAYBE THEY DON'T QUITE CLICK YET.
IN THE LAST, YOU KNOW, TEN MONTHS THAT SOME OF THESE GOALS THAT YOU'RE SEEING, JUST LIKE THE ALIGNMENT WITH THE CIP PLANS PROBABLY WAS NOT A HUGE TAKEAWAY THAT THEY ALIGN WITH OUR STRATEGIC PLAN LAST YEAR.
RIGHT. BECAUSE IT IS STARTING TO MAKE MORE SENSE.
YEAH, IT REALLY IS. AND SO I THINK AS AS YOUR TENURE GROWS, I THINK YOU'LL SEE SOME OF THE NUGGETS.
I DON'T THINK YOU'RE GOING TO SEE THEM FROM A YEAR AGO THAT.
OH I SAW OH NOW I CAN SEE I HAD THAT.
YOU WON'T BECAUSE IT'S JUST BY FIRE HOSE.
I MEAN, IT'S, IT'S ACCEPTED AND, AND REALIZED THAT YOU KNOW, IN SOME WAYS I'M A TODDLER, YOU KNOW, THE REST OF YOU ARE ALL WALKING AND RUNNING AND I'M STILL TRYING TO CATCH UP AND I'M YELLING, TELL ME THE ANSWERS.
WELL, I WONDER IF IT WOULD BE HELPFUL AND MAYBE IT WOULD OR WOULDN'T, BECAUSE WE DO GET A LOT OF THE REPORTING AND I AUTOMATICALLY AM LOOKING AND GOING, OKAY, THAT FITS THERE. THAT FITS THERE THAT FITS THERE BECAUSE OF MY PREVIOUS WORK.
THAT'S, YOU KNOW, THAT'S JUST NATURAL.
BUT I WONDER IF WE WOULD IF IT WOULD BE HELPFUL IF WE EXPLICITLY SAID.
AND IT MIGHT, MIGHT FIT UNDER, YOU KNOW, SAFE AND CARING ENVIRONMENT.
AND I CAN SEE EXACTLY WHICH BULLET IT FITS.
I WONDER IF IT WOULD BE HELPFUL FOR FOR YOU.
JUST A LITTLE BIT. I THINK THAT WOULD BE GOOD.
I COULD EVEN PUT IT IN THE RIGHT SECTION IN MY BOOK WHERE IT GOES WITH THE RIGHT STUFF.
YEAH. IT MAY HELP YOU TO START.
IT'S BEEN A POSTER ON THE WALL TO TO MAKE SENSE OF, TO TRY TO UNDERSTAND.
YEAH. BECAUSE THAT'S WHAT WE'RE SUPPOSED TO BE LIVING AND WE'VE HAD SOME INPUT.
I MEAN, WE HAD SOME GREAT SESSIONS WITH SOME PEOPLE, BUT IT'S JUST BEEN DIFFICULT.
I DON'T KNOW IF THAT'S HELPFUL OR NOT.
ALL RIGHT. WELL, IN THE IN THE CARE OF TIME, WE'RE GOING TO MAYBE MAKE IT THROUGH A COUPLE OF GOALS.
YEAH. ALL RIGHT, LET'S MOVE ON.
AND WE KIND OF TALKED ABOUT A LOT OF THE ITEMS INTO ALREADY WITHIN THAT.
SO I WOULD JUST SKIP TO THREE.
LET'S JUST ACKNOWLEDGE IT THAT EFFECTIVE SCHOOL BOARDS HAVE STRONG SHARED BELIEFS AND VALUES ABOUT WHAT IS POSSIBLE FOR STUDENTS AND THEIR ABILITY TO LEARN, AND THE SYSTEM AND ITS ABILITY TO TEACH ALL CHILDREN AT HIGH LEVELS.
SO NUMBER THREE, THANK YOU FOR THAT SUGGESTION, TED.
AND WE HAVE MANY MULTILINGUAL STUDENTS COMING INTO OUR OUR DISTRICT RIGHT NOW.
AND SOMETIMES PEOPLE HAVE A BELIEF ABOUT THAT.
AND I THINK WE HAVE TO BE CAREFUL AS SCHOOL BOARD MEMBERS, THAT WE HAVE A SHARED BELIEF THAT THOSE STUDENTS CAN LEARN AT THE SAME LEVEL, BECAUSE THOSE ARE THE QUESTIONS WE GET IN THE COMMUNITY, RIGHT? THAT'S RIGHT.
NUMBER THREE, EFFECTIVE SCHOOL BOARDS ARE ACCOUNTABILITY DRIVEN, SPENDING LESS TIME ON OPERATIONAL ISSUES AND MORE TIME FOCUSED ON POLICIES TO IMPROVE STUDENT ACHIEVEMENT. I THINK.
OH GO AHEAD. OH, NO. GO AHEAD PLEASE.
AND NOT GETTING IN THE WEEDS OR INVOLVED TOO MUCH IN THE OPERATIONAL DAY TO DAY.
AND REALLY, THAT WAS FOR NOT FOR YOU BECAUSE YOU ASKED MARY, LIKE, WHERE'S THE DATA FROM THE PLC WORK? HOW CAN WE SEE EACH SCHOOL IS MOVING FORWARD? AND I THINK YOUR DRIVE FOR DATA HAS REALLY HELPED ME BECAUSE I WITH DEBBIE AM THE OUTSIDER.
I DON'T HAVE A SCHOOL BACKGROUND, SO.
AND DATA IS CALLED OUT SPECIFICALLY IN NUMBER FIVE AS WELL.
AND SO YEAH, SO I JUST THINK DATA IS REALLY IMPORTANT AND TO SEE OUR PROGRESS.
AND SO THAT'S, THAT WAS JUST KIND OF MY THOUGHT ON THIS ONE.
[00:25:01]
NO. OKAY. MARY, DID YOU HAVE ANYTHING? I HAVE NOTHING MORE.DEBBIE DID YOU HAVE ANYTHING ON THIS ONE? I LIKE THIS STATEMENT WHERE IT SAID THAT THE QUESTION THAT WE SHOULD BE ASKING IS WHAT'S BEST FOR THE CHILDREN? YEAH I MEAN, THAT'S WHY I'M ON THE SCHOOL BOARD IS BECAUSE I WANT TO DO WHAT'S BEST FOR KIDS AND HELP THEM BE SUCCESSFUL.
SO IT GETS A GOOD A GOOD STANDARD.
YEAH, I WOULD LOVE TO EXPAND ON THAT.
THE BOARD RECOGNIZES ITS ROLE AS A POLICY MAKER.
BOARD MEMBERS ARE VERY PROFESSIONAL.
THEY NEVER HUMILIATE EACH OTHER.
THE GOAL IS WHAT'S BEST FOR CHILDREN.
I WHEN I CAME ON THE BOARD AGAIN, JUST NOT HAVING ANY SORT OF A SCHOOL BACKGROUND, JUST A VOLUNTEER.
OUR ONE OF OUR PREVIOUS BOARD MEMBERS, I ASKED HER FOR SOME ADVICE, LIKE, HOW DO YOU HOW DO YOU MAKE THESE DECISIONS, RIGHT? AND SHE SHARED WITH ME THAT A PREVIOUS BOARD MEMBER TO HER SAID, IF YOU ALWAYS LOOK AT IT THROUGH THE VIEW OF WHAT'S BEST FOR ALL STUDENTS, YOU CAN NEVER GO WRONG. AND I HAVE HELD THAT FOREVER.
AND I YOU KNOW, IT DOESN'T MEAN WE ALL MAKE THE RIGHT CHOICE.
IT JUST MEANS IF YOU LOOK THROUGH IT AT THAT LENS, YOU KNOW, THE GOAL, THE INTENT IS THERE.
AND SO I'M REALLY GLAD YOU POINTED THAT OUT, DEBBIE.
AND IF I SEE MYSELF IN ONE OF THOSE DANGER SIGNS, THEN I PROBABLY NEED TO STEP BACK AND AND I HAVE I HAVE ALWAYS TRIED TO MAINTAIN UNCONDITIONAL POSITIVE INTENT.
AND SO EVEN IF I DON'T LIKE WHAT YOU SAY, I HOPE THAT I WILL BE PROFESSIONAL.
AND THESE ARE GOOD LITTLE REMINDERS.
IT SEEMS TO BE THE ONE THAT'S THE MOST DANGEROUS FOR A BOARD MEMBER TO BREACH, YOU KNOW, IN MY MIND, LIKE, IT'S PRETTY EASY TO TRY TO WANT TO GET INVOLVED, YOU KNOW, BECAUSE THAT'S WHY WE'RE DOING THIS, RIGHT? WE WANT TO MAKE THINGS BETTER.
SO YOU KNOW SO I THINK THAT THIS IS THE ONE THAT IS ALWAYS IN DANGER OF ENCROACHMENT.
AND IT'S ONE THAT I'M ALWAYS VERY COGNITIVELY AWARE THAT, YOU KNOW, DON'T DO THAT.
ANY OTHER THOUGHTS BEFORE WE MOVE ON TO NUMBER FOUR? ALL RIGHT. NUMBER FOUR, EFFECTIVE SCHOOL BOARDS HAVE COLLABORATIVE RELATIONSHIP WITH STAFF AND THE COMMUNITY, AND ESTABLISH STRONG COMMUNICATIONS STRUCTURE TO INFORM AND ENGAGE BOTH INTERNAL AND EXTERNAL STAKEHOLDERS IN STUDYING AND ACHIEVING DISTRICT GOALS.
I THOUGHT ABOUT I THOUGHT ABOUT THE WAYS WE LISTEN TO OUR COMMUNITY, CITIZENS COMMENTS, THE CITIZENS ADVISORY COMMITTEE.
DID ANYBODY ELSE HAVE ANY THOUGHTS ON THIS ONE? ON THE BOTTOM OF PAGE EIGHT IT SAYS THERE A ONE STRATEGY.
AND I TEND TO BE ONE WHO LIKES TO TALK TOO MUCH, YOU KNOW, AND LOVES MEETINGS.
NOW, IF I'M HEARING WHAT THEY'RE SAYING, SOMEBODY, SOMEWHERE IS LIKE AFTER A BOARD MEETING STAFF AND ADMINISTRATORS, TO LET THEM ASK US WHY WE DID THAT, YOU KNOW, KIND OF A THING.
AND I THINK THAT SOUNDS LIKE A LOT OF FUN.
SO DEPENDING ON WHAT IT IS, IT MIGHT BE A FULL AGENDA ITEM IN AN OPERATION MEETING FOR ALL OF OUR ADMINISTRATORS WHERE WE TALK ABOUT THE NUANCES OF THAT, THE EXPECTATION WOULD BE THAT THEY WOULD SHARE THAT INFORMATION WITH THEIR IMPACTED STAFF IN THEIR BUILDINGS.
[00:30:04]
SOME OF IT IS JUST A MINOR CHANGE THAT WE WOULDN'T NECESSARILY SEND OUT, BECAUSE IT WON'T HAVE AN IMPLICATION ON THEIR THE WAY IN WHICH THEY DO THEIR WORK DAY IN AND DAY OUT IT MIGHT BE A MINOR CHANGE.BUT MOST OF THE WORK THAT YOU DO HERE, WHEN YOU UPDATE A POLICY OR ADOPT A NEW POLICY THAT GETS SENT OUT, EITHER IN THE ADMINISTRATOR UPDATE THAT GOES OUT, OR THE MONDAY MEMO THAT THAT BOTH TRAVIS AND MIKE WORK ON AND GO OUT TO ADMINISTRATORS.
SO, YEAH, THAT THAT IS DEFINITELY SOMETHING THAT HAPPENS FROM HERE TO THE BUILDINGS.
NOT AS MUCH FUN, BUT I CAN SEE THAT.
YEAH YEAH, YEAH. NICE TO MAKE THE CONNECTION.
THE BIGGER THE DISTRICT SEE I CAME FROM OTHELLO, RIGHT? OKAY. YOU KNOW, THE SMALLER THE DISTRICT, THE MORE INTERACTIONS YOU'RE HAVING WITH DIFFERENT SITUATIONS, YOU KNOW? AND SO THAT'S A IT COULD BE ONE SIZE DOES NOT FIT ALL HOW THESE THINGS ROLL OUT YOU KNOW.
I WANT TO KEY IN ON THE RELATIONSHIP WITH THE COMMUNITY.
AND THIS HAS BEEN A LEARNING FOR ME, BEING ON THE SCHOOL BOARD.
THEY WILL I MEAN, MANY TIMES THEY WILL MISUNDERSTAND MY WORK ON THE SCHOOL BOARD BECAUSE LIKE YOU SAID, TERRY, IT IS SO COMPLEX. IT'S, YOU KNOW, YOU CAN'T EXPECT THAT, THAT EVERYONE UNDERSTANDS ALL THE INS AND OUTS AND THE.
YEAH. AND WHERE WE CAN PUT ON THE ACCELERATOR AND WHERE WE CAN'T.
SO I IT'S IMPORTANT FOR ME TO LEARN TO BE MISUNDERSTOOD AND BE OKAY WITH IT.
I DON'T KNOW IF ANYBODY ELSE STRUGGLES WITH THAT.
IT'S LIKE YOU WANT TO BE ABLE TO GIVE A DISSERTATION OF WHY YOU MADE THE CHOICE YOU DID, BUT THERE'S NOT ENOUGH TIME IN THE MONTH, RIGHT? TO EXPLAIN ALL THAT YEAH, YEAH, I YOU KNOW, ONE OF THE THINGS THAT'S IT'S IN HERE IN THIS SECTION THAT'S NOT NECESSARILY INDICATIVE IN THE THE BULLET POINT ITSELF IS THAT IT'S NOT JUST THE COMMUNICATION BETWEEN STAFF AND THE COMMUNITY, IT'S ALSO COMMUNICATION BETWEEN US AS A BOARD.
AND I THINK THAT YOU KNOW, THE POINT THEY'RE MAKING IN THIS ARTICLE IS WHETHER OR NOT, YOU KNOW, YOU GOT TO BE CAREFUL SO THAT NO BOARD MEMBER FEELS, YOU KNOW, YOU KNOW, QUOTE UNQUOTE LEFT OUT TO USE THE TERM THEY MENTIONED.
AND, AND I CERTAINLY HAVE NEVER IN MY TERM FELT LEFT OUT.
I CAN'T SPEAK FOR YOU GUYS, BUT I'VE NEVER FELT LEFT OUT.
BUT I DO KNOW THAT WITH THE OPM, IT'S MADE IT, YOU KNOW, VERY CHALLENGING TO TRY TO COMMUNICATE IN A WAY THAT DOESN'T BREACH ANY IT DOESN'T CREATE ANY VIOLATIONS. BUT THEN STILL GET THE POINT ACROSS OR MAKE SURE THAT EVERYBODY IS AWARE OF WHAT'S GOING ON.
SO BUT AGAIN, THAT'S ONLY MY ONE FIFTH OF A PURVIEW ON THAT.
SO I'D LOVE TO HEAR WHAT YOU GUYS THINK OR HAVE FELT.
REMIND ME WHAT THE OPM STANDS FOR.
OPEN PUBLIC MEETING. YES, YES, THAT'S WHAT I THOUGHT.
OKAY. YEAH. YEAH, I WAS TRYING TO GET THAT.
YEAH. THAT'S ONE OF JACKIE'S ACRONYMS. YEAH. SO THE FIRST ONE I GOT.
I THINK IT'S, IT'S I, I WILL SPEAK AS THE CHAIR, TRYING TO MAKE SURE THAT WHAT I HEAR GETS PASSED ON TO EVERYONE HAS DEFINITELY JUST WITH MY OWN SCHEDULE.
RIGHT. LIKE, I GET TOLD STUFF AND I'M LIKE, OH, YEAH, I SHOULD PROBABLY TELL EVERYBODY ELSE, RIGHT? AND SO I THINK THAT HAS HAD ITS CHALLENGES AT TIMES.
AND SO I THINK IT'S IT IT'S HARD TO MAKE SURE EVERYBODY'S FILLED IN ALL THE TIME.
I SOMETIMES FEEL LIKE, YOU KNOW, POOR DENNY AND SHELLY AND EVERYBODY ON THE ADMIN GET HIT WITH QUESTIONS LIKE FOUR OR 5 OR 6 TIMES, BUT THEN THEY REMIND US THAT'S WHY WE'RE HERE, RIGHT? WE WANT TO BE THERE FOR YOU, AND WE WANT TO ANSWER YOUR QUESTIONS.
AND WE CAN'T ALL ASK THEM AS A GROUP SOMETIMES.
SO THE GREAT PART IS, IS ONCE THEY'VE SAID IT ONCE, THEY JUST HAVE TO HIT REPEAT.
RIGHT. AND SO TELL US ALL AGAIN.
[00:35:04]
AND SO I'VE BEEN GRATEFUL FOR THAT DEBBIE, DID YOU HAVE SOMETHING ELSE? I WAS I JUST MADE A NOTE TO MYSELF.WHAT I GOT FROM THIS WAS THAT THAT THE POSSIBILITY OF A FORM FOR TEACHERS WITH BOARD MEMBERS.
BUT I DON'T KNOW IF THAT'S JUST A QUESTION IN MY OWN MIND OR NOT.
WELL, AGAIN, WE WOULD STILL HAVE TO FOLLOW THE RULES OF AN OPEN PUBLIC MEETING.
OKAY, SO THE MOST WE COULD DO AT ANY ONE TIME WOULD BE TO HAVE TWO BOARD MEMBERS MEET.
HOW DO YOU GUYS FEEL ABOUT HOW DO YOU GUYS FEEL ABOUT THAT? WELL, I WOULD I WOULD ENCOURAGE DO YOU THINK THAT THEY WOULD FEEL LIKE THAT, THAT LIKE WE'RE MORE CONNECTED TO THEM IF THEY IF THEY HAD THE OPPORTUNITY TO DO THAT? I THINK THEY WOULD APPRECIATE THOSE CONVERSATIONS ON AN INDIVIDUAL LEVEL RATHER THAN SOME KIND OF FORMALIZED MEETING.
I HEARD FROM MANY OF THEM AFTER THE CITIZENS ADVISORY COMMITTEE MEETING LAST YEAR, WHERE THE TEACHERS WERE ON THE PANEL, AND A COUPLE OF YOU WERE THERE, THEY THEY FELT VERY HEARD BY BY THAT AND THE QUESTIONS THAT WERE ASKED.
SO I DON'T SO I'M A LITTLE JEALOUS OF WHAT THE CITIZENS ADVISORY COMMITTEE CAN DO, YOU KNOW, BECAUSE THEY CAN SIT AROUND AND TALK ABOUT ALL THIS STUFF WITH YOU.
BUT YOU SEE, I'M STILL A LITTLE JEALOUS, RIGHT? I'M SORRY, I JUST THAT WAY, YOU KNOW.
I THAT DEBBIE, TO YOUR POINT, I TOOK THE WORD THAT KEYED ME IN THERE WAS INTERNAL.
YOU KNOW, I, YOU KNOW, OFTENTIMES WE'LL HEAR FROM CITIZENS HERE.
AND ONE OF THE THINGS, THE BEST THING I THINK THAT YOU CAN DO IS WHEN YOU HEAR FROM CITIZENS AND WHAT THEIR CONCERNS ARE, IS TO GO AND HAVE THE OPPORTUNITY TO TALK TO SOME OF OUR STAFF AND SAY, THIS IS WHAT WE'RE HEARING FROM CITIZENS.
TELL ME YOUR THOUGHTS ON THIS, BECAUSE HOPEFULLY YOU ALL HAVE PEOPLE THAT YOU.
AND IF YOU CAN'T, THEN WE CAN DIRECT YOU TO PEOPLE.
YOU KNOW, WE ALL HAVE CONNECTIONS THAT WAY.
SO TERRY HAS CONNECTIONS TO THE CHURCH COMMUNITY.
YEAH I'M TALKING TO THEM. BUT I'M TALKING ABOUT INTERNAL.
YOU'VE HAD RELATIONSHIPS AND TELL ME THE REAL SCOOP ON THIS.
YOU'VE DONE THAT BEFORE FOR INSTANCE, WITH PLCS.
I WOULD ENCOURAGE YOU TO TO DO THAT.
I THINK HAVING THOSE CONVERSATIONS WITH THE INTERNAL, YOU KNOW.
AND WE TRY RIGHT. WE TRY TO PROVIDE.
RIGHT. WE TRY TO PROVIDE THAT HERE.
COMFORTABLE. YEAH. AND WE CERTAINLY DO THAT ON YOUR BEHALF.
BUT I DON'T I DON'T THINK IT'S THE SAME.
ARE YOU SEEING THAT? WHAT ARE YOUR THOUGHTS AROUND THAT? YOU'D BE SURPRISED THE NUMBER OF PEOPLE WHO DON'T EVEN UNDERSTAND THE ROLE OF THE BOARD, OR THAT WE EVEN HAVE A BOARD.
I AM GOING TO THROW THIS OUT FOR THE SAKE OF WASTING TOO MUCH TIME BUT.
BUT WHAT YOU JUST SAID TRIGGERED IN MY MIND.
I THINK WE DID IT ACTUALLY AT BATTLE GROUND WHEN WE WENT THERE THAT WE HAD A LITTLE MEETING WITH THEM AT THE BEGINNING, YOU KNOW, WITH THE STUDENTS, SOME OF THE ASB PEOPLE AND STUFF, AND WE TALKED ABOUT THINGS WITH THEM.
PRINCIPAL AND THE ASSOCIATE, BUT WE DIDN'T TALK TO STUDENTS AND PEOPLE IN A, IN A ROUND TABLE.
THEY SAID THEY LOVED COMING TO SCHOOL.
AND I APPRECIATED DEBBIE I FOUND THAT YOU FOUND OPPORTUNITIES LIKE WHEN WE WERE LEAVING CLASSROOMS TO TALK TO STAFF MEMBERS.
SPEAKERS] I LOVE HEARING FROM THE KIDS.
[00:40:06]
I LOVE TO HEAR WHAT THEY SAY AND THEIR THOUGHTS.AND I JUST THINK IT'S REALLY IMPORTANT BECAUSE, YOU KNOW, I'M NOT I DON'T GO TO THAT SCHOOL.
SO IT'S IMPORTANT TO KNOW WHAT THEY THINK.
SO THAT WE ARE MAKING GOOD DECISIONS AND WE'RE IN TUNE, I GUESS.
AND I APPRECIATE THE TEACHERS.
IT WAS REALLY COOL TO SEE REALLY, REALLY GREAT, GREAT TEACHING.
THE KIDS ARE ALL PAYING ATTENTION AND EXCEPT THAT ONE CLASS.
BUT THEY WERE. BUT THEY WERE EIGHTH GRADERS.
SO WHAT CAN YOU EXPECT? HIGH ENERGY ALGEBRA KIDS? IT WAS AT THE END OF THE PERIOD AS WELL.
THEY WERE YELLING AT US, WHO ARE YOU? WHY ARE YOU HERE? WHAT ARE YOUR NAMES? IT WAS GREAT.
ALL RIGHT, LET'S MOVE ON TO NUMBER FIVE.
[INAUDIBLE] SCHOOL BOARDS ARE DATA SAVVY.
THOUGHTS ON THIS ONE? WELL, THE LOW HANGING FRUIT HERE IS ALL THE WORK THAT WE HAD DONE PRE PRE LEVY, PRE BOND AND ALL THE RESEARCH THAT WE DID.
WELL THEY DID GETTING THE WHAT WAS THE NAME OF THAT ONE COMPANY THAT DID THE POLLS FOR US? YEAH. STRATEGIES 360.
YEAH. AND I REMEMBER THEM COMING IN AND PRESENTING AND I DIDN'T NECESSARILY LIKE THE DATA AGAIN.
SO IT WAS IN MY MIND, IT WAS IN SOME CONTEXT, IT WAS NEGATIVE, AND I WAS QUESTIONING A LOT OF IT.
BUT TO THE POINT HERE IS THAT IT DOESN'T MATTER.
IT'S STILL DATA. AND ARE WE UTILIZING THE DATA THAT WE'RE COLLECTING TO MAKE DECISIONS? AND I FEEL THAT WE ARE, BECAUSE WE ARE ALWAYS GETTING IN MY MIND, A LOT OF DATA SOMETIMES LIKE, WHOA, YOU KNOW, TO TERRY'S POINT, LIKE, I DON'T EVEN UNDERSTAND WHAT'S GOING ON HERE, RIGHT? SO I HAVE I'VE ALWAYS KIND OF BEEN IN THE MINDSET THAT WE'VE EXCELLED IN THIS ARENA.
I LIKE THE PART IN HERE WHERE IT SAYS THAT THE BOARD AND SUPERINTENDENT DEVELOP GOALS AND PERFORMANCE INDICATORS TO RANK AND MONITOR SCHOOL PROGRESS. THE PROGRESS ULTIMATELY HELPED BUILD TRUST AMONG SCHOOL AND COMMUNITY LEADERS, EVENTUALLY LEADING TO DISTRICT PROGRESS AND SUCCESSFUL NEW TAX PROPOSALS BENEFIT TO SCHOOLS.
AGAIN IT'S PROBABLY MY UNDERSTANDING OF THE THINGS THAT ARE BEING PRESENTED BETTER.
BUT THE PERFORMANCE INDICATORS MIGHT BE SOMETHING TO BREAK DOWN NEXT TIME WE BRING THOSE. SO ON THAT NOTE AND KIND OF STAYING WITH, YOU KNOW, I WROTE DOWN STAY THE COURSE.
SO IF WE HAVE A COHERENCE INITIATIVE AND WE'RE WORKING HARD ON PLCS, TO ME, WHAT THE DATA WE WANT TO SEE IS, IS THAT WORKING? BECAUSE I THINK WHAT HAPPENS A LOT OF TIMES IF WE WE CAN LOOK AT DATA, WE CAN LOOK AT STUDENT DATA AND WE CAN, YOU KNOW, SAY, OH, THAT LOOKS SO NEGATIVE.
LET'S TRY SOMETHING DIFFERENT.
SO THAT WAS ONE OF THE REASONS I PUT ON THE BOARD STUDY SESSIONS.
I'D LOVE TO SEE SOME OF THE DATA FROM OUR PLCS.
THAT'S EXACTLY WHAT THE DATA SHOULD LOOK LIKE COMING OUT OF THERE.
BUT I DON'T KNOW IF WE'VE SHARED THAT AS A BOARD.
I DON'T KNOW IF THE BOARD HAS A VISION OF WHAT THAT LOOKS LIKE.
WOULD THAT BE HELPFUL? YEAH. AND I MEAN, ONE OF THE THINGS THAT I RAN ON WAS GRADUATION RATES.
I MEAN, I'D LIKE TO KNOW WHERE WE ARE ON THAT.
AND, YOU KNOW, FROM GRADUATION AND HOW WE'RE HOW WE'RE SAFETY NETTING A LOT OF THESE KIDS THAT ARE WALKING AWAY, YOU KNOW, WITHOUT THEIR EDUCATION, WHICH REALLY CONCERNS ME A LOT.
LIKE WHAT'S HAPPENING TO THOSE KIDS? YEAH. WHERE ARE THEY? IT'S LIKE, I'D LIKE TO CALL THEM UP AND SAY, WHERE ARE YOU?
[00:45:03]
WHAT ARE YOU DOING? ARE YOU WORKING? YOU KNOW, ARE YOU GOING TO COLLEGE TO GET YOUR TO GET YOUR GED? YOU KNOW, WHAT ARE YOU DOING? ARE YOU HOMELESS? YOU KNOW, ARE YOU ON THE STREETS USING DRUGS AND ALCOHOL? YOU KNOW, WHERE ARE YOU? WHAT'S HAPPENING? AND I THINK THE ALTERNATIVE SCHOOLS, I MEAN, I LOVE OUR ALTERNATIVE SCHOOLS.I THINK THEY ARE, THEY'RE A SAFETY NET, DEFINITELY FOR A LOT OF KIDS, BECAUSE I KNOW SEVERAL OF THEM SPOKE LAST TIME ABOUT THAT, THAT IF IT HADN'T BEEN FOR THOSE SCHOOLS THAT THEY WOULDN'T BE FINISHING.
SO YEAH, I'M I'M VERY CONCERNED ABOUT THAT.
THAT'S SOMETHING I'D LIKE TO SEE MORE INFORMATION ON AND FEEL LIKE THERE'S AN IMPACT.
THERE'S AN IMPACT HAPPENING WITH THAT, WITH THAT NUMBER THAT'S GETTING CLOSER TO 100.
I DON'T THINK, YOU KNOW, I MEAN, I LOVE EVERY KID TO GRADUATE, BUT I KNOW THERE'S KIDS THAT WON'T.
BUT I'D RATHER SEE, YOU KNOW, 98% OR 99%, JUST THAT 1% THAT'S MISSING THEM.
AND I GUESS I WOULD LIKE TO UNDERSTAND BETTER WHEN WE TALK ABOUT GRADUATION RATES, EXACTLY WHAT THAT NUMBER IS, BECAUSE I DON'T THINK I HAVE A CLEAR UNDERSTANDING OF OF WHAT THE PERCENTAGE THAT WE'RE LOOKING AT THAT THE STATE REQUIRES US TO REPORT.
I DON'T HAVE A CLEAR UNDERSTANDING OF WHAT THAT NUMBER IS.
IT ISN'T. I KNOW IT ISN'T EXACTLY WHAT I THINK IT IS OR WHAT I WOULD THINK OR THE COMMUNITY THINKS IT IS, WHICH IS, YOU KNOW, HOW MANY KIDS ARE ACTUALLY DROPPING OUT.
IT'S A WHOLE MORE, MUCH MORE COMPLEX SYSTEM, AM I RIGHT OR IT'S VERY COMPLEX, VERY COMPLEX.
AND WE TALKED ABOUT IT A LITTLE BIT AT OUR RETREAT, HOW THEY WERE TALKING ABOUT COHORTS.
COHORTS AND KIDS WHO TRANSFER.
THAT'S A TOTALLY DIFFERENT MEASURE.
IF YOU LOOK AT OUR ON TIME GRADUATION RATE TO OUR EXTENDED TIME, I WOULD CONTEND THAT IF IT TAKES A STUDENT FIVE YEARS TO GRADUATE, THAT THAT'S JUST AS GOOD. ABSOLUTELY.
RIGHT. YEAH. AND OUR EXTENDED GRADUATION RATES ARE IN THE HIGH 90S.
BUT OUR ON TIME GRADUATION RATE IS RIGHT AROUND 90%, 88, 89, 90 SOMEWHERE RIGHT IN THERE.
AND THEN YOU THROW IN, AS YOU JUST TALKED ABOUT, MARY, THE RULES SURROUNDING, YOU KNOW, PARENTS SAYS, HEY, WE'RE MOVING TO NEW JERSEY, AND THEN WE DON'T GET ANY RECORD REQUESTS OR THAT THEY MOVED TO NEW JERSEY.
I DON'T KNOW I KNOW THE STATE ACTUALLY, AND I'LL HAVE TO LOOK FOR IT.
AND THE EXPECTATION WOULD BE THAT THOSE WILL HAVE OPPORTUNITIES TO SHARE DATA WITH YOU AS WELL.
BUT WE HAVE THREE PLC WINDOW TIMES SET ASIDE ONE FOR PRIMARY, ONE FOR MIDDLE AND ONE FOR HIGH.
AND SO WE WILL HAVE OUR FIRST ONE IN NOVEMBER.
WE WILL DO OUR TRADITIONAL SPAC COHORT DATA.
BUT TO YOUR POINT, MARY, THAT'S NEXT.
THAT'S PLANNED FOR OUR NEXT BOARD MEETING.
AND THEN, OF COURSE, THERE ARE UPDATES IN SPECIFIC PROGRAMS THAT WILL BRING DATA WITH LIKE OUR PIS NEXT TIME, WE WILL ACTUALLY BE DOING BOTH SPAC AND OUR PI PROGRAM, BECAUSE I THINK IT'S IMPORTANT FOR YOU TO KNOW HOW MANY OF OUR PREVENTION INTERVENTION SPECIALISTS ARE, HOW MUCH CONTACT THEY'RE HAVING WITH STUDENTS, AND WHAT IMPACT THAT'S HAVING ON OUR STUDENTS THAT PROGRAM.
I THINK IT'S IMPORTANT FOR YOU TO HAVE SOME OF THAT INFORMATION.
SO OUR TEACHING AND LEARNING TEAM HAS A VARIETY OF THINGS.
SO IF THERE IS SOMETHING SPECIFIC THAT YOU WOULD LIKE FOR US TO GIVE YOU, WE'VE KIND OF MAPPED OUT THE THINGS THAT WE KNOW ALIGN WITH THE STRATEGIC PLAN THAT WE FEEL LIKE, YEAH, WE NEED TO SHARE THAT WITH YOU SO THAT YOU HAVE IT IN FRONT OF YOU.
BUT IF THERE ARE OTHER THINGS, WE CERTAINLY CAN DEVIATE OR OR MAKE SOME ADJUSTMENTS AS WELL.
[00:50:02]
ISN'T THAT WHAT YOU'VE BEEN ASKING US FOR, JACKIE? YES. YEAH. YEAH.AND I DID PROVIDE THAT LIST, SO MAYBE THAT'S A THAT'S A GOOD I CAN CROSS CHECK IT.
CROSS CHECK TO THAT. THAT WOULD BE FANTASTIC.
THAT WOULD BE I DON'T I HAVE NO WE HAVE A ROBUST I HAVE NO IDEA.
SEE THAT'S EXACTLY THE EXAMPLE.
I'VE BEEN INVOLVED IN THAT FOR YEARS AND YEARS.
AND SO I DON'T HAVE ANY QUESTIONS ABOUT IT.
AND I SEE SO DEBBIE CAN SHE HAS NO.
YEAH. THAT'S JUST A GREAT EXAMPLE OF THAT.
WE CAN SHARE WITH YOU OUR OUR PROFESSIONAL DEVELOPMENT PROGRAM PROGRAMS THAT WE HAVE.
FOR THE SAKE OF TIME, I'D REALLY LIKE TO ASK IF WE CAN KIND OF CIRCLE BACK TO THAT ONE WITH THE ROBUST TRAINING PLAN AND MAYBE MOVE ON TO NUMBER SEVEN IF EVERYBODY'S OKAY WITH THAT. YEAH, I'D LIKE TO. OKAY.
BECAUSE THAT PIZZA SMELLS REALLY GOOD I'M JUST SAYING.
OKAY. SO NUMBER SEVEN EFFECTIVE SCHOOL BOARDS LEAD AS A UNITED TEAM WITH THE SUPERINTENDENT, EACH WITH THEIR RESPECTIVE EACH FROM THEIR RESPECTIVE ROLES WITH STRONG COLLABORATION AND MUTUAL TRUST.
I WILL JUST SAY THERE'S TIMES DENNY HAS GOT TO BE SO ANNOYED WITH ALL THE TIMES I REACH OUT TO HIM, BUT I'M SO GRATEFUL FOR OUR RELATIONSHIP. THERE IS NEVER A DUMB QUESTION.
THERE'S NEVER AN UNANSWERED QUESTION EVEN WHEN I'M LIKE, I DON'T GET THAT.
TELL ME MAKE, MAKE HELP ME LEARN IT.
RIGHT? SO THAT DIDN'T HAPPEN OVERNIGHT.
THAT GREW AS WE AS THE YEARS HAVE GONE THROUGH.
AND SO I'M JUST GRATEFUL FOR THE ABILITY TO HAVE THAT RELATIONSHIP NOT ONLY WITH DENNY, WITH SHELLY, WITH MANY OF THE STAFF THAT I FEEL LIKE I COULD JUST GO TO AND ASK ANYTHING.
AND SO FROM THAT PERSPECTIVE, I JUST WANT TO START US OFF THERE BECAUSE THAT'S, THAT'S JUST REALLY IMPORTANT TO ME THAT I HOPE EVERYBODY CAN HAVE THAT RELATIONSHIP WITH ALL OF YOU.
RIGHT. BUT IT TAKES TIME TO DEVELOP.
AND SO THAT WOULD BE EVEN WITH JULIA, YOU GET TWO YEARS, RIGHT? LIKE, SO YOU'RE JUST, YOU KNOW, BUT YOU'VE GOT IT, RIGHT.
AND JULIA HAS ACTUALLY EMAILED ME A QUESTION IN HER VERY FIRST YEAR.
IT'S PROBABLY A STUPID QUESTION.
NO, IT WAS NOT. IT WAS A GREAT QUESTION.
I HAVE NO IDEA WHAT I ASKED YOU TO DO.
YOU WERE TRYING TO MAKE MEANING OUT OF IT, THAT IT WAS A GREAT QUESTION.
YOU ASKED ME A QUESTION JUST THE OTHER DAY ON WHAT SERVICES WE OFFER TO FAMILIES WHO DO NOT SPEAK ENGLISH AND HOW WE PROVIDE THOSE SERVICES.
AND SO WE HAD A VERY LONG DISCUSSION ON ON THAT, WHICH I WAS APPRECIATIVE OF.
JACKIE I FEEL LIKE YOU HAVE DONE AN EXCELLENT JOB OF DOING THAT AND KEEPING US CONNECTED.
AND I APPRECIATE ALL YOUR COMMUNICATION.
AND I GUESS ONE OF MY QUESTIONS IS FOR THE NEW FOR TERRY AND DEBBIE.
BUT BUT IS THERE A WAY WE CAN BUILD THAT COLLABORATION, NOT JUST WITH EACH OTHER, BUT WITH DENNY AND SHELLEY? IS THERE A WAY WE CAN SUPPORT THAT? WELL, DEBBIE, YOU'RE THINKING, I'LL SAY THIS.
THE FIRST TIME DENNY I WOULD GO PLAY PADDLE BALL WITH HIM.
I'D PICKLEBALL, YOU KNOW, WHATEVER I WISH.
I WISH HE AND I WERE DOING SOMETHING EVERY WEEK.
YOU KNOW, HE I THIS WHOLE THING STARTED WITH STRONG COLLABORATION AND MUTUAL TRUST.
I THINK I FEEL SO CONNECTED TO YOU THAT I JUST I JUST SEND YOU A NOTE AND THAT'S GOT TO BE WE TEXT, WE TEXT BECAUSE I DON'T FEEL LIKE I JUST CAN'T GET OVER THE HURDLE.
YOU DO. AND THAT'S MY BIGGEST.
[00:55:01]
AND THE SAME GOES FOR DEBBIE.DEBBIE, YOU TWO ARE VERY GRACIOUS AND YOU TWO HAVE WELL . I ACTUALLY APPRECIATE IT WHEN YOU REACH OUT.
YOU ARE I WOULD ENCOURAGE YOU TO.
YEAH. THANK YOU. I NEVER FELT THAT WAY AT ALL.
WELL, IT'S BECAUSE OF WHAT I'VE SEEN HIM DOING OVER THE YEARS.
I THINK, YOU KNOW, IT HAS SOMETHING TO DO WITH THAT BECAUSE HE.
HE TALKED TO ME A LOT AS A TEACHER.
RIGHT. I, I WANT YOU TO KNOW, ALL OF YOU THAT YOU KNOW.
WELL, YOU ALL KNOW THIS. THOSE OF YOU THAT HAVE COMMUNICATED WITH ME KNOW THAT I GET BACK TO YOU.
OH, YEAH. SOMETIMES MARY WILL BE LIKE, WELL, I DIDN'T EXPECT YOU TO CALL RIGHT AWAY.
I DIDN'T EXPECT YOU TO RESPOND TO MY WHAT WAS IT, 11 P.M.
EMAIL. I DON'T THINK YOU SLEEP OR YOU SAID I DON'T SLEEP MUCH.
AND I SAID, THAT'S RIGHT, BECAUSE HE ANSWERS ME AT 4 A.M.
SO, YOU KNOW, THAT'S A CHARACTER OF HIM.
REALLY? YEAH. I MEAN THAT'S INCREDIBLE.
YOU KNOW, SO YEAH, THAT'S WHAT I, THAT'S THAT'S ANY YOU CAN ASK ALL OF MY STAFF.
THAT'S WHAT WE TALK ABOUT ALL THE TIME, IS THE IMPORTANCE OF GETTING BACK TO PEOPLE QUICKLY.
I WANT YOU TO KNOW. AND IT'S NEVER A BURDEN AND IT'S NEVER AN ISSUE.
THANK YOU. WELL, FOR ME, IT JUST HAS TO BE IMPORTANT.
SO THAT'S THAT'S KIND OF WHERE I'M AT AND I ALWAYS BUG JACKIE.
I LOVE IT, SO, YOU KNOW, I'M ALWAYS.
I MEAN, I REMEMBER THE FIRST FEW MONTHS, I'M LIKE, WHAT DOES THIS MEAN? WHAT IS THAT? WHAT DO WE DO NOW? SO YEAH, IT WAS GREAT.
I AGREE WITH WHAT MARY SAID, THAT IT DOES TAKE TIME.
EXCUSE ME. I THINK FOR ME AS A COMMUNITY PERSON I'M A SKEPTIC.
SO, YOU KNOW, YOU GUYS ARE MAKING A BELIEVER OUT OF ME.
IT JUST TAKES TIME, YOU KNOW? AND I'LL BE ONE OF YOUR BIGGEST SUPPORTERS IF I GET TO THAT OTHER PLACE.
AND THAT'S JUST THE WAY IT IS.
TAKES TIME. THE TRUST HAS TO BE BUILT AND IT HAS TO BE CONSISTENT AND PERSISTENT.
I THINK A LOT OF THINGS I'M UNDERSTANDING, LIKE THE BOARD, I DON'T THINK I, I THOUGHT I KNEW WHAT THE BOARD DID AND WHAT IT WAS ABOUT, BUT I, I DON'T I KNOW NOW I DIDN'T AND PROBABLY NO ONE ELSE DOES EITHER.
SO I THINK THAT'S A LOT OF IT.
AND I THINK THAT'S A LOT OF THE COMMUNITY CONVERSATION THAT HAPPENS HERE WHERE THE COMMUNITY IS MAD AT US BECAUSE OF SOMETHING, AND IT REALLY ISN'T ANYTHING THAT WE HAVE CONTROL OVER. SO AND I'M LEARNING THAT TOO.
SO. AND WHAT TED SAID, I, I'M LEARNING ABOUT, YOU KNOW, NOT JUMPING ON BANDWAGONS.
AND I KIND OF THOUGHT THAT WAS WHAT I WAS SUPPOSED TO DO.
SO I THINK IT'S JUST THE LEARNING.
LEARNING HOW IT GOES, LEARNING, LEARNING THE PATH OF WHAT WE DO.
AND I HOPE TO DEVELOP THOSE DEEPER RELATIONSHIPS AND, AND PROFESSIONAL PROFESSIONAL RELATIONSHIPS AS TIME GOES ON. AND I APPRECIATE YOU SAYING ABOUT YOUR TIME.
SO IF IT'S NOT SOMETHING THAT I CAN'T SOLVE SOMEWHERE ELSE, I WILL DEFINITELY BOTHER YOU WITH IT.
BUT JUST REMEMBER WHAT THE OFFICIAL TITLE OF THE SUPERINTENDENT IS.
WHAT'S THAT? SECRETARY TO THE BOARD.
THAT'S TRUE, IT'S TRUE, BUT WE DO.
I MEAN, I APPRECIATE ALL THAT YOU DO.
YOU DO A REALLY GREAT JOB YOU AND SHELLY ARE REALLY AMAZING.
THANK YOU COMPLETELY. I APPRECIATE IT.
JUST TO WRAP UP, WE'RE ALMOST OUT OF TIME.
EFFECTIVE SCHOOL BOARDS TAKE PART IN TEAM DEVELOPMENT AND TRAINING, SOMETIMES WITH THEIR SUPERINTENDENTS, TO BUILD SHARED KNOWLEDGE, VALUES AND COMMITMENTS FOR THEIR IMPROVEMENT EFFORTS. DID YOU GUYS THINK ABOUT THIS ONE? WE'VE DONE THIS, YOU KNOW, WHETHER IT'S THE ANNUAL MEETING OR THE WORK SESSIONS THAT WE'VE DONE ON VARIOUS OTHER TOPICS AND THE HANDS ON STUFF WE'VE DONE WITH SOME OF THE STAFF IN THE BACK.
AND I'VE ALWAYS FELT LIKE WE'VE TAKEN ADVANTAGE OF THOSE OPPORTUNITIES TO WORK AS A GROUP THROUGH THOSE TRAININGS.
YEAH. TOP OF PAGE 13 IS SAYING EXACTLY WHAT TED'S SAYING, AND WE'VE DONE THEM.
WE DO THEM ALL. I FIND THAT I'M OFTEN SURPRISED WHEN WE HAVE AN OPPORTUNITY
[01:00:08]
FOR THIS KIND OF LEARNING TOGETHER THAT I LEARN A DIFFERENT PERSPECTIVE OR A DEEPER UNDERSTANDING OF THINGS I THOUGHT I KNEW, AND THAT IS ALWAYS HELPFUL.AND SO I'M GOING INTO THE CONFERENCE WITH A POSITIVE ATTITUDE.
I'M GOING TO LEARN SOMETHING NEW, OR I'M GOING TO LEARN SOMETHING DEEPER.
AND WE'RE LOOKING FORWARD TO HEARING YOU.
I LIKE THAT, MARY. WE DIDN'T GET THE GREATEST TIME.
OH WAS IT LIKE A 4:00 SESSION? IT'S A FIVE.
WELL, THEN MAYBE I WON'T GET TO GO TO DINNER.
I DON'T BLAME YOU ON THURSDAY, THOUGH, SO WE AT LEAST GET THE FIRST DAY.
OH, WE'RE ON THE FIRST DAY, BUT IT'S AT 4:15.
LOOKING FORWARD TO IT. IT JUST MEANS WE ALL GO TO THE PRESIDENT'S DINNER RIGHT AFTER.
RIGHT AFTER. AND I THINK, EAT BAD CHICKEN OR PORK.
I DON'T REMEMBER WHAT IT WAS. IT WASN'T GOOD.
WE HAD PIZZA. YEAH, WE PLAYED GAMES AND MADE A POSTER.
IT WAS SO FUN. I FEEL LIKE THE STUDENTS GET THE BETTER END OF THE DEAL ON THAT CONFERENCE.
WHEN WILL WE KNOW SOMETHING ABOUT THE BOARD OF DISTINCTION? AND WHAT IS THAT? IS THERE? WE PROBABLY WON'T KNOW UNTIL THE END OF OCTOBER.
YEAH. AND THEN DID THEY JUST ANNOUNCE IT OR JUST DENNY AND I AN EMAIL.
EVEN IF SOMEBODY ELSE HAD SUBMITTED IT, THEY WOULD SEND DENNY AND I AN EMAIL.
THEY'LL SEND US AN EMAIL THAT SAYS THAT WE GOT THE BOARD OF DISTINCTION.
IF WE WERE TO RECEIVE THE BOARD OF THE YEAR, THEN THEY WOULD ALSO LET US KNOW THAT.
BUT THEY WON'T ANNOUNCE THE BOARD OF THE YEAR TO EVERYBODY EXCEPT THE GROUP THAT WON THE BOARD OF THE YEAR WILL FIND OUT THAT THEY WON IT, SO THEY'RE ENCOURAGED TO ATTEND. THAT'S COOL. YEAH.
SO THIS YEAR'S APPLICATION WAS A LITTLE BIT DIFFERENT.
EVERY YEAR THAT I'VE SEEN, IT'S ALWAYS BEEN LIKE, WHAT HAVE YOU DONE IN THE LAST YEAR? AND THIS YEAR THEY TOOK THE OPPORTUNITY TO RECOGNIZE KIND OF WHAT WE'RE TALKING ABOUT A LOT TONIGHT.
YOU CAN'T ACCOMPLISH EVERYTHING IN A YEAR.
AND SO THIS YEAR'S APPLICATION WAS A LOOK BACK OF THE LAST 3 TO 5 YEARS.
AND SO WE REALLY GOT TO HIGHLIGHT OUR PLC WORK THAT HAS BEEN ON SINCE 2018.
WE GOT TO TALK ABOUT THE CAC STARTING ITS FOURTH YEAR.
AND IT WAS SO IT WAS A REALLY GOOD RECAP OF ALL OF THE WORK THAT WE'VE SUPPORTED AS THE BOARD TO ALLOW ALL OF OUR ADMINISTRATION TEAM TO DO WITH NOT ONLY OUR STAFF, BUT OUR STUDENTS.
AND IT REALLY HIGHLIGHTED SOME OF THAT.
BRAINSTORMING AND, AND ALL OF THAT FROM DAVID AND LYNELLE AND TAMARA.
IT WAS A GOOD JUST LIKE, WAIT, I NEED THIS DATE.
OH, WAIT, WHAT ABOUT THIS? OH, YOU HAVE THIS DOCUMENT.
AND SO TO NARROW IT DOWN TO WHAT WE FELT WAS THE MOST IMPORTANT PIECES TO REALLY HIGHLIGHT THE WORK THAT WE'VE DONE IN THIS DISTRICT WAS IT WASN'T AN EASY CHALLENGE.
SO THANK YOU, DAVE AND TAMARA.
THAT'S ALL I HAVE. I THINK THIS WAS A REALLY GREAT WORK SESSION.
I LEARNED A LOT. I HOPE YOU ALL DID, TOO.
IS THERE ANYTHING ELSE ANYBODY WANTS TO SHARE BEFORE WE WRAP IT UP? I'M VERY PROUD TO BE A PART OF THE TEAM.
WITH THAT, I WILL END THIS MEETING AT 5:34.
AND IF I HAVE TO APOLOGIZE FOR TO DEBBIE FOR EMBARRASSING IF I EMBARRASSED YOU.
YOU'RE IN TROUBLE. THANK YOU ALL FOR THIS WORK.
VERY MUCH. APPRECIATE IT.
* This transcript was compiled from uncorrected Closed Captioning.